Designing and Implementing Clinically Based Teacher Preparation Programs Nancy Burstein Sue Sears California State University, Northridge Anne Wilcoxen Evaluation Consultant Presented at the NCEI Conference in Washington DC, April 2011

Agenda Teacher Preparation and Clinical Practice Conventional Programs Residency Programs The CSUN Residency Program What Have We Learned???

Transforming Teacher Education through Clinical Practice Report of the Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning (NCATE, Nov. 2010)

Turning the Education of Teachers “Upside Down” From: Program emphasis on academic preparation and course work loosely linked to school-based experiences. To: Programs grounded in clinical practice and interwoven with academic content and professional courses. Clinical practice rated highly across teacher preparation programs – cited as where they learn the most.

From Conventional Models of Teacher Preparation Courses Emphasis on Theory and Pedagogy Seminar Emphasis on Linking Theory and Practice Clinical Practice Emphasis on Classroom Experience Conventional models typically have 3 components – we do at CSUN.

Moving Toward Clinical Models of Teacher Preparation Clinical Practice Emphasis on Multiple Ongoing Supervised Clinical Experiences Throughout Program Courses Emphasis on Weaving Coursework Into Clinical Practice Seminar Emphasis on Improving P-12 Student Learning

Principles of Clinically Based Teacher Preparation Strategic partnerships are imperative for powerful clinical preparation. Specific sites are designated and funded to support embedded clinical preparation with clinical educators and mentors rigorously selected and prepared. Clinical preparation is integrated throughout every facet of teacher education. A candidate’s progress and the elements of a preparation program are continuously judged on the basis of data with student learning as the focus.

Moving from Conventional CSUN Models of Teacher Preparation Traditional Intern CSUN we have a traditional and alternative program. Traditional is part time or full time with flexible scheduling. Intern program is on-the-job 2-year part time program.

CSUN Traditional Teacher Preparation Program Principles Courses Clinical Experience Seminar Strategic Partnerships Contract with districts for placement Mentors rigorously selected and prepared Placement based on recommendation with minimal training Clinical preparation integrated throughout program Courses require field-based assignments with minimal district collaboration Supervised early fieldwork and student teaching assignments Meets with instructor to discuss classroom experiences Emphasis on improving student learning Emphasis on teacher competency Teacher evaluation activities Strength is placements and supervision with experienced teachers. Meets needs of those who are working.

CSUN Intern Teacher Preparation Program Principles Courses Clinical Experience Seminar Strategic Partnerships Interns employed by district Mentors rigorously selected and prepared Placed in own classroom with support provider Clinical preparation integrated throughout program Courses require field-based assignments with minimal district collaboration Guidance from support provider and supervisor throughout the program Cohort meets with university supervisor addressing the needs of on-the-job teachers Emphasis on improving student learning Emphasis on teacher competency in own classroom Own classroom – no control over placement, often hard to staff positions Support provider not equivalent to mentor teacher However, strength is they are cohorted and receive on-the-job support throughout the program. Evaluation indicates that the seminar and support in clinical experience rating highly.

Moving Toward CSUN Clinical Models of Teacher Preparation Residency Programs

Principles of Residency Programs Strong partnerships Cohort experience Apprenticeship with trained mentors Professional development aligning educational theory and clinical practice. Student achievement data monitored for program improvement Supported induction

CSUN Residency Program 5-year Teacher Quality Partnership grant focusing on preparation of special educators College of Education in partnership with the College of Humanities and LAUSD Residents receive $30,000 to support full time participation 18 month combined credential/MA One-year residency followed by 2 year induction in high need schools Focus on improving K-12 ELA outcomes

Clinically Based Programs Principles of Clinically Based and Residency Teacher Preparation Programs Clinically Based Programs Residency Programs Strategic Partnerships Strong partnerships among colleges of education, school districts and communities Progression through the program as part of a cohort Mentors rigorously selected and prepared Apprenticeship alongside experienced and trained mentors Clinical preparation integrated throughout program High quality professional development with emphasis on tightly aligning educational theory and clinical practice. Emphasis on improving student learning Student achievement data collected and monitored for continuous program improvement Effective supported induction

Strategic Partnerships Structures to Facilitate Partnership High-Level Administrator meetings across institutions Management Team Cross-institutional position: Full time LAUSD liaison Language and Literacy Workgroup Designated LAUSD site for project activities

Mentor Selection and Preparation Rigorous selection process Interviews with school site administrators Mentor interview and classroom observation Professional development Program orientation Mentoring skills Language and literacy

Integration of Clinical Preparation Seminar Structured observations with cohort of exemplary practices Site based teams engaged in action research Teaching evaluations Teacher performance assessment

Integration of Clinical Preparation Courses Simulation activities performed in classes Tutoring in on-campus literacy laboratory Video demonstrations of teaching practices Course assignments applied in classroom settings with mentor collaboration Align course content with district initiatives Mentors explicitly model pedagogy taught in coursework

Emphasis on Improving Student Learning Valid and reliable measures of teacher effectiveness CSUN Student Teaching Evaluations Performance assessment LAUSD adaptation of Danielson Framework for Teaching Valid and reliable measures of student outcomes California Standards ELA Test ELA Progress monitoring assessments

What Have We Learned??? Partnerships – must be mutually beneficial and impact all aspects of program development and implementation Mentors – increase limited pool of qualified mentors through professional development Integration – closely aligned coursework and fieldwork through collaborative efforts of faculty and mentors Evaluation – critical in informing practice but need to develop reliable and valid measures of teacher effectiveness